Особенности саморегуляции поведения и принятия решений студентов с разными стилями и стратегиями смыслопередачи

Introduction. In the modern educational space, characterized by dynamism, information saturation and multitasking, the study of the process of meaning transmission, self-regulation of behavior and decision-making by students come to the forefront in the context of their academic and professional success. The aim of our research is to study the peculiarities of self-regulation of behavior and decision-making in students with different styles and strategies of meaning- transmission in the process of solving educational and professional tasks. Methods. The study involved 72 students, including 64 girls, 8 boys, average age 21.1 years. Natural experiment, questionnaire and survey were used as research methods. Research methods: Questionnaire "Strategies of meaning-transmission" (Suroedova, 2011); Questionnaire "Style of self-regulation of behavior" by V.I. Morosanova (Morosanova, 2004); Melbourne Decision Making Questionnaire (Kornilova, 2013). Results. We identified the styles of meaning-transmission: neutral, emotional, declarative, philosophical. The study found that there are significant differences in self-organization of activity and decision-making styles in students with different styles and strategies of meaning-making. Students with an active strategy of meaning-transmission are distinguished by developed skills of goal setting, planning and controlling the process of activity, they tend to collect information from different sources and consider alternative ways of solving problems, choosing the most effective. Respondents with the emotional style of meaning-transmission are distinguished by a high level of development of goal- setting and activity programming, evaluation of intermediate and final results of problem-solving, they show flexibility in choosing ways and means of solving a problem situation. Discussion. The results of our study can contribute to the development of psychological and pedagogical technologies aimed at improving the effectiveness of learning and assimilation of professional knowledge, taking into account the students' abilities to make meaning.